Rotating training device for kicking a soccer ball or football

ABSTRACT

A portable training device to practice kicking a soccer ball, football or kicking target. The device includes a stationary base on a supporting surface and a platform coupled to the base. The platform is configured to hold one or two balls or kicking targets used for performing simulated kicks. The platform is capable of supporting a person or trainee with a plant foot placed on top of the platform&#39;s vertical axis of rotation. When the ball is kicked, the platform and ball rotate, with the kicker on top of the platform and the kicker&#39;s foot maintaining contact with the ball during the rotation around the vertical axis of rotation, whereby the platform uses a braking means to come to a gradual stop. A stabilizing means is coupled to the platform for the trainee to hold while kicking the ball or target.

CROSS-REFERENCE TO RELATED APPLICATION

This application claims the benefit of U.S. Provisional PatentApplication No. 62/183,536, filed on Jun. 23, 2015, the entire contentsof which are incorporated by reference herein.

BACKGROUND

The present invention relates to a training device for kicking a soccerball or football that encourages proper leg positions when the kickingleg swings back away from the ball and swings toward the ball and theproper position of the kicking foot on the ball when the foot contactsthe ball.

Preschoolers or young players may start kicking a soccer ball whenparents purchase a soccer ball to kick in the house or backyard. Mostparents are unfamiliar with proper kicking form so many elect to sendtheir children to soccer camps or organized leagues. Traditionaltraining can start with drills which entail kicking soccer balls into anet or to other players with the laces of the shoe and the inside of thefoot. Preschoolers have a very short attention span and thus have adifficult time following instructions to kick a ball properly. As aresult the younger player gravitates back to the natural way of kickinga ball, which is with the toe or front of the dominant foot.

A toe kick usually contacts the soccer ball below the center point andlifts the ball into the air, reducing the accuracy of the kick, andincreasing the chance the ball will be intercepted by an opposingplayer. A soccer coach's goal is to have soccer players eliminate thetoe kick and kick the ball on the ground. A player approaches the ballin a straight line and places his or her stationary foot or plant footnext to the side of the soccer ball, bends the body slightly forward andkeeps his or her eyes on the ball during the kick. The leg is bent up atthe knee and the hip so the toe of the kicking foot does not hit theground. The leg is swung back, locking the ankle and toe in a downwardposition and swinging the leg forward to contact the ball with the lacesof the foot. Contact between the laces of the foot and the ball is at amidpoint between the top and bottom of the ball, forcing the kick tostay on or near the ground. This technique can train beginners how tokick with both their dominant foot and their non-dominant foot.

Another way to train a player to eliminate the toe kick is to approachthe soccer ball at an angle from the left side of the soccer ball, whenkicking with the right foot. The left foot is placed next to the soccerball and pointed in the direction of the kick with the body bentslightly forward, and the right leg swings back with the knee bent backwhile keeping eyes on the ball. The leg swings forward and the playerlocks the ankle so the foot is pointed down and away from the body. Thefoot contacts the ball above the big toe joint with the knee slightlybent and with the inside of the foot.

Soccer players may use any part of either foot to move or kick a ballforward, backward, to either side, on the ground, in the air andstraight or curved while standing still, running or positioned upsidedown. Unlike soccer players, football kickers have only two ways to kicka football. A football kicker approaches the ball in a straight line andkicks with the toe or approaches the ball at an angle and kicks thefootball soccer style with the instep of the foot. Straight-line kickinga football is predominant in middle schools where there are fewer soccerstyle kicking coaches, or less time to coach soccer style kickers and itis easier to select a kicker who can kick the ball the farthest with astraight-line approach. Kicking a football in a soccer-style is notgenerally practiced until high school, and is the method used by mostcolleges and professional kickers.

For right-foot soccer-style kickers the tip of the football is slantedaway from the kicker. The kicker approaches the ball at an angle andplaces the left foot or plant foot to the left side of the ball inpreparation to kick the ball. The kicker brings the right leg back atthe hip joint and bends the lower leg back at the knee. The front of theright foot is angled away from the kicker's body with the toe pointedslightly down. The right leg swings forward and the kicker locks theankle in the kicking position so the foot will not move when impactingthe ball. The kicker leans to the left side away from the ball andstraightens out the lower leg at the knee and locks the knee straight asthe foot contacts the ball. The kicker's leg is positioned so that theinstep of the right foot contacts the ball across the stitching of theball, which is slanted away from the kicker. Locking the ankle and kneeand kicking the ball with the instep of the foot increases the kicker'saccuracy and maximizes the distance of the kicks.

SUMMARY

A light weight training device allows preschoolers and younggrade-schooler trainees to repetitively kick a simulated soccer ball,football, or kicking target attached to a platform. The training deviceencourages the trainees to use proper kicking techniques and eliminatesthe young trainee's natural inclination to kick with the toe. Thetraining device helps engrain a proper kicking motion into the trainee'smuscle memory, thus eliminating the toe kick and encouraging strongerand more accurate kicks with both legs.

Soccer games are usually low scoring contests. One missed opportunitycan result in a loss. Thus, it is important that a trainee learn tokick, pass, and shoot the ball on the ground using both feet. Thetraining device is designed to teach proper kicking form with both feetby offering repetitive kick training with one leg and then the otherleg. This repetitive kicking motion encourages proper foot and kneepositioning, which promotes proper kicking motions when playing in anactual game.

The simulated soccer ball, football, or kicking target is mounted to thetop of a platform. Thus, after kicking, there is no need to chase orretrieve the ball. While standing on the platform of the device, theperson or trainee kicks the ball or target and as a result of the forcefrom the kick, the platform rotates a controlled distance while thestriking foot remains in contact with the ball until the ball andplatform stop rotating. The trainee may hold onto a stabilizing bracket,cord, or rope while practicing the kicking motion.

The light weight training device may be used indoors on a supportingsurface made of smooth wood or floor tile. The device can be used inconfined areas, such as a garage or playroom, and because the ball ortarget is mounted to the platform, there is no need for a net and norisk of property damage from flying balls. The device's small size andlight weight allow for easy storage and portability. The device is notfixedly mounted to the supporting surface, making it easy to lift andcarry. While the light weight training device is designed for childrenunder seven years old, there are larger sizes for older players.

An instructional DVD may be watched in conjunction with using thetraining device. The DVD may show fundamental kicking techniques andbody mechanics for kicking a soccer ball or football. Parents or coachescan learn with the trainees about proper kicking form and practice rightin front of the TV. This encourages younger trainees to focus theirattention on proper kicking technique. Older children may need lessguidance from a coach, mentor, or parent. Because of the repetitivenature of the device, proficiency is gained quicker than traditionalmethods, such as kicking a ball down the field, then having to retrieveit.

The light weight training device for trainees in preschool and earlygrade school may use a rectangular platform supported by a pivot padbase. Felt pads, soft pads, or other non-stick pads disposed on thebottom side of the platform around the edges of the platform act asstabilizers to limit or prevent tilting when the ball or kicking targetis kicked. The pads also assist in the device's smooth rotation on thesupporting surface. While the pivot pad base is in direct contact withthe floor, the felt pads may be slightly above floor level. A brake andbase assembly of the mini training device may replace the pivot pad baseon the light weight device. A rectangular platform can have one targetball mounted to the center of the platform. This allows the trainee tokick the ball with one foot, and then move to the other side of theplatform to kick with the other foot. A rectangular platform can alsohave a soccer ball on each side of the platform.

A more durable device for older, heavier, and more experienced playersmay be used indoors or outdoors on a firm level surface. The device hasa contoured upper platform which reduces the weight of the platform anda base. For outdoor use, a larger, higher platform is required to hold alarger brake mechanism to accommodate stronger kicks. The contouredplatform must also be elevated enough that it won't contact a concretesupporting surface or the rough supporting surface of a synthetic orregular grass field.

The heavier device, used by older trainees who are soccer or footballplayers, is portable with a handle for carrying and can be used indoorsor outdoors on a level firm supporting surface. Both the light and heavytraining devices can be used in a confined area, about four feet by fourfeet square. Experienced players can use the device to warm up theirlegs before a game. Players may also use the device in the off seasonand away from the team to maintain muscle and kicking skills.

A contoured platform has two soccer balls connected to the sides of anupper platform, with one soccer ball mounted on the right side and oneon the left side, with a stationary base in the center supporting theupper platform. This enables a trainee to practice kicking with bothfeet. A trainee may alternatively train with both right and left feet byswitching which foot is planted on the center of the platform, andkicking the opposite target. One soccer ball can be used to kick withboth feet by using a quick release ball holder and switching the ballholder from the right side to the left side, or vice versa.

Contouring the platform and connecting two soccer balls, one on eachside of the platform, has advantages. A contoured platform removes thesides and reduces the weight of the platform that the trainee stands on.The diameter of the base is sized to fit the platform, which preventsthe platform from tilting, reduces the size, weight, and cost of thebase and improves portability.

The two materials which rotate against each other, thus providing arotation means, a braking means, or a combined rotation and brakingmeans can be made up of the following materials: Acetal plastic againstUHMW plastics, nylon plastics and smooth floor tiles and urethaneagainst UHMW, acetal, metal and smoothed wood. A turntable with ballbearings placed between a rotating platform and a stationary baseprovides a free-rotating means rather than a sliding action. Thus, theturntable assembly requires a separate braking action to bring therotating platform to a controlled stop. The materials used on the slidesand brake pads can be made of other materials which extend the life andinteraction between the materials used herein.

Soccer players who are proficient in kicking with one leg and havelimitations kicking with the other leg can use the training device toimprove the kicking techniques of the limited leg. Each kick takes onlyseconds, with no interruptions to chase or retrieve a ball, leading toshorter, more efficient practice periods. Along with the ability of thekicker to view the placement of the kicking foot on the ball after eachkick, the device is an ideal training tool to improve the strength,muscle memory and kicking skills of both feet in the shortest timepossible.

Other aspects of the invention will become apparent by consideration ofthe detailed description and accompanying drawings.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is a front view of one construction of a training device with akicking target mounted to a single platform.

FIG. 1A is an enlarged sectional view of a pivot pad base inside acavity of the single platform.

FIG. 2 is a top view of the training device shown in FIG. 1.

FIG. 3 is a front view of another embodiment of a training device withtwo kicking targets mounted on a single platform.

FIG. 4 is a top view of the device shown in FIG. 3.

FIG. 5 is a right side view of a player's leg kicking a ball with thelaces of the right foot contacting the kicking target of the trainingdevice shown in FIG. 3.

FIG. 6 is a front view of another construction of a training device withone kicking target attached to a mini platform with two cavities.

FIG. 7 is a front view of another embodiment of a training device withtwo kicking targets attached to a mini platform with one cavity.

FIG. 8 is an enlarged view of a combined base and brake assembly insidea cavity as shown in FIGS. 6 and 7.

FIG. 9 is a bottom view of a mini base assembly inside a cavity as shownin FIG. 10.

FIG. 10 is an enlarged view of flanged aligning bushing connecting aplatform and base.

FIG. 11 is a front view of another embodiment of a training devicesupporting a kicking target.

FIG. 12 is a top view of the device as shown in FIG. 11.

FIG. 13 is a perspective view of another construction of a trainingdevice supporting two kicking targets.

FIG. 14 is a side view of the device shown in FIG. 13.

FIG. 14A is a top view of mini brake pads on top of a stationary base asshown in FIG. 14, with the upper platform and upper slide removed forclarity.

FIG. 14B is an enlarged sectional side view of a mini brake pad betweenan upper platform and stationary base as shown in FIG. 14.

FIG. 14C is a top view of a circular slide as shown in FIG. 14.

FIG. 15 is a cross section of a turntable between an upper platform andstationary base.

FIG. 16 is a bottom view of a turntable assembly and brake assembly ofFIG. 15 with the stationary base removed.

FIG. 17 is a perspective view of a quick release bracket and moveablekicking target holder.

FIG. 18 is a side view of the quick release bracket and moveable kickingtarget holder in FIG. 17.

FIG. 19 is a view from the back side of another embodiment of moveablekicking target holder attached to a kicking platform.

FIG. 20 is a top view of another embodiment of the training device withquick release bracket and moveable kicking target holder.

FIG. 21 is a view from the rear side of FIG. 20.

FIG. 22 is another embodiment of a training device with supports to aidstability for beginning kickers.

FIG. 23 is a side view of a band brake assembly between a stationarybase and upper platform.

FIG. 24 is a bottom view of the band brake assembly of FIG. 23 with thestationary base removed for clarity.

DETAILED DESCRIPTION

Before any embodiments of the invention are explained in detail, it isto be understood that the invention is not limited in its application tothe details of construction and the arrangement of components set forthin the following description or illustrated in the following drawings.The invention is capable of other embodiments and of being practiced orof being carried out in various ways. Furthermore, it is to beunderstood that features from one embodiment of the invention can besubstituted and used in other embodiments of the invention, whensuitable. When a structure or mechanism of the invention is described inthe context of only one or two specific embodiments, one of skill willappreciate that this structure or mechanism can be used in any otherembodiments where suitable, even if that structure or mechanism is notexplicitly described in conjunction with those other embodiments herein.

FIG. 1A illustrates a cross section of a training device 10 that can beused to practice a kicking motion. The training device 10 has a pivotpad base 18 rotatably coupled to a single platform 11 inside a cavity 45in the bottom side of single platform 11. The cavity 45 and the pivotpad base 18 can be of any shape, preferably circular. The pivot pad base18 can be made of any mar and slip resistant material, such as marresistant urethane or rubber. The pivot pad base 18 can also be made ofplastic such as acetal with slide resistant pads 25 attached to thebottom. A spacer 17 can optionally be attached to the top side of cavity45 and separates the single platform 11 and pivot pad base 18 if thesingle platform 11 is made of wood or fiber. The spacer 17 can be madeof metal, plastic, or any other suitable material and its shape can bemade to match pivot pad base 18 to promote a sliding action between thesingle platform 11 and pivot pad base 18. A connecting bolt 52 extendsthrough a longitudinal recess shared by single platform 11, spacer 17and pivot pad base 18, thereby rotatably coupling the single platform 11and pivot pad base 18. The rotational distance of single platform 11 canbe adjusted via a holding nut 59 on the bottom end of connecting bolt 52under pivot pad base 18. Loosening the nut 59 by rotating it in adownward direction away from pivot pad base 18 increases the rotationaldistance. Tightening the nut 59 by rotating it in an upward direction tocreate additional pressure against pivot pad base 18 decreases the speedand rotational distance when a soccer ball 12 is kicked.

The pivot pad bases 18 are the single platform's 11 points of contact ona supporting surface (not shown) disposed below the single platform 11.Felt pads 20 could be any type of soft low-friction pad made of anyfriction resistant material. In this embodiment, the supporting surfacecould be an indoor surface, such as a smooth wood or tile floor.However, in different embodiments, described later herein, thesupporting surface can be an eccentric or outdoor surface that is unevenor rough, such as grass or concrete.

Felt pads 20 are positioned around the perimeter of the single platform11 to prevent the single platform from tilting when trainees get on andoff the platform 11. The felt pads 20 also prevent the platform 11 fromcontacting and marring supporting surfaces made of smooth wood or tile.The pivot pad bases 18 can be vertically sized a nominal distance longerthan felt pads 20, such that the bottom sides of pivot pad bases 18 areengaged against the supporting surface and the bottom sides of felt pads20 are a nominal vertical distance, about 1/32 of an inch, above thesupporting surface. This arrangement reduces the felt pads 20 engagementwith the supporting surface 20, reducing friction and drag while theplatform is rotated and pads 20 slide along the supporting surface.Alternatively, the bottom sides of felt pads 20 could be the samevertical distance below platform 11 as the bottom sides of pivot padbases 18, such that both the felt pads 20 and the pivot pad bases 18 aresimultaneous flush in their engagement with the supporting surface.

The preferable brake adjustment for all embodiments of the trainingdevice 10 described herein is achieved when the platform does not rotatewhen a person steps on or off. Preferably, when the ball or target iskicked the platform rotates a short distance to a controlled stop. Ifyounger trainees have a problem balancing on the rotating singleplatform 11 while kicking, the holding nut 59 can be tightened to stopor reduce the rotational distance of single platform 11. As the traineegains confidence and balance while using the device, the holding nut canbe gradually loosened to increase the rotational distance of the device.To further assist the trainee in balancing on single platform 11, theplatform can include support bars, brackets and cords, which aredescribed later herein.

FIG. 1. illustrates a view from the front side view and FIG. 2 shows atop view of the training device 10. The training device 10 has a soccerball assembly 19 mounted on the top side of single platform 11. In thisembodiment the soccer ball assembly 19 is mounted in a central positionon the platform 11, but in other embodiments the soccer ball assembly 19may be mounted on one or more sides of the platform. The soccer ballassembly 19 has a protective pad 14, a ball holder 16 and a soccer ball12. The soccer ball 12 may be an actual soccer ball, a portion of asoccer ball, or any suitable kicking target capable of receiving akicking force. At least two pivot pad bases 18 are mounted insidecavities 45 underneath and on opposite sides of single platform 11, asdescribed above.

In order to kick the soccer ball 12 with a left foot 36, a person ortrainee begins by standing on the single platform 11 with a right foot35 planted on a contact point 40. Contact point 40 is the point on thetop side of platform 11 vertically above the pivot pad base 18. In thisfirst example, contact point 40 is disposed on the right side ofplatform 11 above the right-side pivot pad base 18. When the traineekicks the soccer ball 12 with a left foot 36, the weight of thetrainee's right foot 35 holds the right-side pivot pad base 18stationary against the supporting surface. Meanwhile, the kicking forceof left foot 36 into the ball 12 causes the single platform 11 to rotatein a clockwise direction 38 around a vertical axis of rotation 40′.Vertical axis of rotation 40′ extends in a vertical directionperpendicular to the top side of single platform 11, defined by thelongitudinal axis of connecting bolt 52 and passing up through contactpoint 40.

A static base of rotation is established between the stationary pivotpad base 18 and the supporting surface because the weight of the traineeon contact point 40 presses the pivot pad base 18 firmly against thesupporting surface. Thus, the pivot pad 18 remains stationary and actsas a rotating means for platform 11, because single platform 11 isforced to rotate above pivot pad 18 via connecting bolt 52. Pivot padbase 18 acts as braking means for single platform 11, because tighteningnut 59 against pivot pad base 18 reduces the relative rotationaldistance of single platform 11. Similarly, loosening the engagement ofnut 59 against pivot pad base 18 can increase the rotational distance ofplatform 11.

The trainee standing on the single platform 11 rotates with the singleplatform 11 with the left foot 36 in engagement with the ball 12 untilthe platform 11 comes to a controlled stop. Before removing the leftfoot 36 from the ball 12, a mentor or coach may observe the motion ofthe body and kicking leg during the kicking motion, as well as theposition of the left foot 36 on the soccer ball 12. The mentor or coachmay then compare this observation to favorable kicking motions as taughtby a training video or manual. The mentor may communicate observationsof unfavorable kicking techniques to the trainee, so the trainee canadjust his or her kicking motion accordingly. The trainee may thenrepeat the kicking exercise with the left foot 36 until the trainee,mentor, or coach decides it is time to begin kicking with the right foot35. When kicking with the right foot 35, the trainee plants the leftfoot 36 on left-side contact point 40, which is over the pivot pad 18 onthe left side of single platform 11. When the trainee kicks the ball 12with the right foot 35, the platform 11 rotates in a counter clockwise37 direction in the same manner as described above.

FIG. 3 shows a front view and FIG. 4 shows a top view of anotherembodiment of a kick training device 10. In this embodiment, thetraining device 10 has a centrally located pivot pad base 18 and has onesoccer ball assembly 19 disposed on the top right side and a second ballassembly 19 disposed on top left side of single platform 11. To kickwith the right foot, the trainee plants the left foot 36 on thecentrally located contact point 40, which is disposed above thecentrally located pivot pad base 18. The trainee then kicks theright-side ball 12 with the right foot 35, causing the platform 11 torotate in a counter clockwise 37. As in the previous embodiment, astatic base of rotation is established between the stationary pivot padbase 18 and the supporting surface because the weight of the trainee oncontact point 40 presses the pivot pad base 18 firmly against thesupporting surface. Meanwhile, the right foot's 35 kicking force appliedto the ball 12 causes the single platform 11 to rotate in acounter-clockwise direction 37 around the vertical axis of rotation 40′.When a trainee wants to practice kicking with the left foot 36, theright foot 35 is planted on contact point 40 and the left-side ball 12is kicked with left foot 36, causing the platform 11 to rotate in aclockwise 38 direction. In FIG. 4 the balls 12 are not shown, so thelocations of felt pads 20 underneath the platform 11 are more easilyobserved.

FIG. 5 shows a side view of the trainee standing on the platform 11 oftraining device 10 and kicking the soccer ball 12. The trainee's leg isbent at the knee and the toe is pointed downwards so the laces 33 of theright foot 35 engage the soccer ball 12 at a midpoint between the topand bottom of the ball 12.

FIG. 6. is a front sectional view of yet another embodiment of trainingdevice 10. In this embodiment, the single platform 11 is replaced with amini platform 39 and the pivot pad bases 18 of the first embodiment arereplaced with one or more base and brake assemblies 41. A detailedsectional view of a base and brake assembly 41 can be seen in FIG. 8. Asoccer ball assembly 19 is centrally mounted on the top side of miniplatform 39, with two mini base and brake assemblies 41 moveably coupledinside two cavities 45 on the bottom right and left sides of miniplatform 39. FIG. 7 shows a front sectional view of an alternativetwo-ball arrangement of the second embodiment of training device 10,this arrangement having two soccer ball assemblies 19 mounted to theright and left sides, respectively, of the top side of mini platform 39.In this two-ball arrangement, a centrally located base and brakeassembly 41 is rotatably coupled to the mini platform 39 inside acentrally-positioned cavity 45 on the bottom side of mini platform 39.

Felt pads 20 are attached to the underside of mini platform 39, toprevent the mini platform 39 from marring the supporting surface whenthe platform 39 rotates after the ball 12 receives a kicking force. Inthis embodiment, the base and brake assemblies 41 replace the pivot padbases 18 of the first embodiment in order to accommodate heavier people,such as trainees in grade school or middle school. The base and brakeassemblies 41 act as an adjustable braking means to reduce the speed androtational distance of min-platform 39 after a kicking force is appliedto the ball 12 by an older, stronger trainee.

FIG. 8 illustrates an enlarged and detailed cross section of the baseand brake assembly 41, which is made up of a mini base assembly 60 and amini brake assembly 46. The mini base assembly 60 is made up of a minibase 61, a stationary base slide 62 coupled to the top of mini base 61,and slide resistant pads 25 attached to the bottom of mini base 61. Themini base assembly 60 and mini brake assembly 46 are preferably of acircular shape to facilitate rotation in a preferably circular cavity45, but can take any shape to allow rotation within the cavity 45.

The slide resistant pads 25 engage the supporting surface, whichsupports the training device 10. The slide resistant pads 25 can be madeof urethane or other suitable slide-resistant material. The stationarybase slide 62 can be made of UHMW or any other suitable wear-resistantplastic. A plurality of holes 56 or recesses respectively accept aplurality of dowel pins 55 to connect a brake support 49 to mini base61. The holes 56 are larger than the dowel pins 55 and are disposed onthe underside of an upper radially-inward extending flange of mini base61. A stationary brake pad 48 made of a wear-resistant urethane isattached to the upper side of brake support 49. A rotating brake pad 47made of a wear-resistant acetal plastic is coupled to the bottom side ofmini platform 39 directly above the stationary brake pad 48. Thematerial used on stationary brake pad 48 and moving brake pad 49 couldbe made of other material which could extend the life of and interactionbetween the materials described above. Both the brake support 49 andstationary brake pad 48 are concentrically disposed on the interior ofmini base 61 and stationary base slide 62, respectively.

The dowel pins 55 are fixedly set in and extend upwardly from the topside of a radially-outward extending lower flange of brake support 49.Alternatively, the dowel pins 55 could be replaced by projectionsintegral with and extending upwardly from the radially-outward extendinglower flange brake support 49. The position of dowel pins 55 and holes56 could also be reversed, with the holes 56 in the radially-outwardextending flange of brake support 49 and dowel pins 55 protruding fromthe bottom of the radially-inward extending flange of mini base 61. FIG.9 shows a bottom view of a mini base 61 inside a cavity 45, illustratingthe relative lateral relationship between pivot pads 25, mini base 61,and the holes 56 on the radially-inward extending flange of mini base61.

When the mini base assembly 60 is inserted into cavity 45, thestationary base slide 62 contacts a rotating slide 63. The rotatingslide 63 is made up of acetal or other suitable wear-resistant plasticor floor tile and is coupled to the bottom side of mini platform 39 atthe top part of cavity 45. The rotating slide 63 is preferably of acircular shape like stationary base slide 62 and mini base 61, so therotating slide 63, stationary slide 62, and base 61 form a concentricvertical stacking relationship in recess 45. When the ball 12 receives akicking force, the mini platform 39 and rotating slide 63 rotate freelyabove the stationary slide 62 about vertical rotation axis 40′, thusdefining a rotational means for mini platform 39.

A flanged aligning bushing 51 is set within the mini platform 39 andextends downwards through holes in the moving brake pad 47, stationarybrake pad 48, and brake support 49, all of which are alignedconcentrically about rotation axis 40′. In this manner, the flangedaligning bushing 51 rotatably couples the mini brake assembly 46 to themini platform 39. The head of the bolt 52 fits into a depression 54 inthe flanged aligning bushing 51. The depression 54 prevents the bolt 52from rotating within flanged aligning bushing 51. The bolt 52 extendsdownwardly through the center of flanged aligning bushing 51, passingthrough mini platform 39, mini brake assembly 46, a thrust washer 58,and is secured with holding nut 59, thus vertically securing the minibase and brake assembly 41 (made up of mini base assembly 60 and minibrake assembly 46) to mini platform 39.

The inner perimeter of mini base assembly 60 is radially spaced from theouter perimeter of mini brake assembly 46 by a space 50, but dowell pins55 extend into holes 56 to keep the brake support 49 engaged with minibase 61. Brake support 49 may be adjusted vertically up or down bytightening or loosening holding nut 49 to reduce or increase therotational distance of mini platform 39, respectively, thus functioningas an adjustable braking means for mini platform 39. The holding nut 59,when tightened, forces brake support 49 in an upward direction to applypressure between the stationary brake pad 48 and the rotating brake pad47, which reduces the rotational distance of mini platform 39.Alternatively, the holding nut 59 may be loosened, allowing brakesupport 49 to move vertically downward, reducing the pressure betweenstationary brake pad 48 and rotating brake pad 47, thus increasing therotational distance of mini platform 39.

The bottom sides of slide resistant pads 25 are vertically positionedslightly lower than the bottom sides of felt pads 20, so the weight ofthe trainee is carried by the slide resistant pads 25 instead of thefelt pads 20. Alternatively, the bottom sides of felt pads 20 could bethe same vertical distance below platform 39 as the bottom sides ofpivot slide resistant pads 25, such that both the felt pads 20 and theslide resistant pads 25 are simultaneous flush in their engagement withthe supporting surface. When a person or trainee plants a foot on acontact point 40 above the mini base assembly 60, the person's weightcauses the slide resistant pads 25 to press down against the supportingsurface, thus keeping the mini base assembly 60 fixedly engaged with thesupporting surface when the mini-platform 39 is rotated. Referring backto FIG. 7, when the left foot 36 is planted on the contact point 40 onthe left side of mini platform 39 and the ball 12 is kicked with theright foot 35, the mini platform 39 and trainee both rotate around therotation axis 40′ in a counter clockwise 37 direction until coming to acontrolled stop. Moving brake pad 49 and moving cavity slide 63 bothrotate with mini platform 39 above stationary brake pad 48 andstationary base slide 62, respectively. The rotational distance of miniplatform 39, moving cavity slide 63, and moving brake pad 47 aredetermined by the tightness of holding nut 59, as described in thepreceding paragraph. When the right foot 35 is planted on the contactpoint 40 on the right side of mini platform 39, the ball 12 is kickedwith the left foot 36, causing the mini platform 39 to rotate in aclockwise 38 direction until coming to a controlled stop.

FIGS. 10-12 show another embodiment of the invention capable of beingused on an eccentric, rough supporting surface, such as grass orconcrete. FIG. 10 shows an enlarged cross section view of a flangedaligning bushing 51. FIGS. 11-12 show flanged aligning bushing 51 set ina rotating upper platform 68 and extending downwardly to and through astationary base 67. Flanged aligning bushing 51 rotatably couples theupper platform 68 to stationary base 67. A connecting bolt 52 extendsdownwardly through the upper platform 68 and stationary base 67. Theholding nut 59 is threaded on to the bottom of connecting bolt 52against thrust washer 58, which is disposed between holding nut 59 andstationary base 67.

FIGS. 11-12 illustrate the portable training device 10 with a football121 mounted on upper platform 68, which has a contoured shape. Apreferably circular rotatable upper slide 115 made from mar resistantplastic such as acetal or nylon is coupled to the bottom side of upperplatform 68. A stationary base assembly 66 is made up of stationary base67 and a stationary (and preferably circular) lower slide 111. The lowerslide 111 can be made from a wear-resistant plastic, such as UHMW or asmooth floor tile, and is attached to the top side of stationary base67. Slide resistant pads 25 are attached to the bottom side ofstationary base 67 to prevent the stationary base assembly 66 frommoving and marring the supporting surface.

The stationary base assembly 66 supports an upper platform assembly 65.The upper platform assembly 65 is made up of upper platform 68, upperslide 115, a handle 122 for carrying the training device 10, and afootball holder assembly 116. A football holder 118 is made up of aspacer 119, a protective pad 120 and a football 121. The spacer 119 mayoptionally be removed, so that the protective pad 118 is directedmounted to the football holder 118. As with the soccer ball 12, thefootball 121 may be any type of football, a portion of a football, or akicking target capable of receiving a kicking force. In FIGS. 11 and 12,the football holder 118 is positioned on the right side of the platformso a person or trainee may plant the left foot on contact point 40 andpractice kicking with the right foot 35. However, structure of thetraining device 10 in FIG. 12 could just as easily be symmetricallyflipped, with the football holder 118 on the left side and the contactpoint 40 on the right side, to allow a trainee to practice kicking withthe left foot 36.

As shown in FIG. 10, the rotatable upper slide 115 vertically engagesstationary lower slide 111. When the football 121 is kicked with thetrainee standing on top of the upper platform 68, the lower slide 111(and stationary base 67) remains stationary while the upper slide 115(and upper platform 68) rotates about rotation axis 40′. The slidingaction of upper slide 115 on lower slide 111 constitutes a rotationmeans. Referring to FIG. 10, the holding nut 59 assist as a brakingmeans, along with the friction created between slides 111, 115.Specifically, holding nut 59 may be loosened on connecting bolt 52 todecrease pressure between the two slides 111, 115 and thereby increasethe speed and rotational distance of upper platform 68. Alternatively,holding nut 59 may be tightened on connecting bolt 52 to increase thepressure between the two slides 111, 115 and thereby decrease the speedand rotational distance of upper platform 68.

A dirt shield 107 is mounted to and extends upwardly from the perimeterof stationary base 67. The dirt shield 107 extends around the entireperimeter of stationary base 67 and extends upwardly to engage thebottom side of the perimeter of upper slide 115. The dirt shield 107prevents foreign materials, such as dirt, dust, and other debris fromentering into the nominal vertical space between upper slide 115 andlower slide 111. As one skilled in the art will appreciate, the dirtshield 107 can be modified to be used on any of the embodimentsdescribed herein.

A support cord assembly 171, as shown in FIG. 12, is used by trainees tostabilize their stance on training device 10 while kicking a football121. The support cord assembly 171 has a handle 175 connected to aflexible support cord or rope 174, which engages a hook 177 connected tothe football holder 118. The cord 174 is also tied to a support tube172, in this example disposed on the top front left side of upperplatform 68. Lateral projections 176 on vertical support tube 172 extendin a direction away from the football 121. The cord 174 is wrappedaround the support tube 172 and disposed beneath projections 174, so theprojections 176 can prevent the cord 174 from slipping up and over thetop of support tube 172 when the person is holding the handle 175. Whenkicking with the right foot 35, the trainee holds the handle 175 with aleft hand to stabilize the trainee while kicking the football 121 orsoccer ball 12. The position of the handle 175 in relation to thetrainee's hand may be adjusted by wrapping the cord 174 around supporttube 172. Wrapping the cord 174 around support tube 172 more timescreates a relatively shorter support cord 174, while wrapping the cord174 around the support tube 172 fewer times creates a relatively longersupport cord 174.

FIGS. 13, 14, 14A, 14B, and 14C illustrate another embodiment of thekicking device 10, which can be used on an indoor or outdoor supportingsurface. In this embodiment, two soccer ball assemblies 19 are mountedto a contoured upper platform 68, which is supported by a stationarybase assembly 138. Stationary base assembly 138 is made up of stationarybase 139, counter bores 140, and mini brake pads 142. Each soccer ballassembly 19 is made up of a ball holder 21, a spacer 23, a protectivepad 26, and a soccer ball 12. The spacer 23 may optionally be removed sothat protective pad 26 can be mounted directly to ball holder 21. As inthe previous embodiments, soccer ball 12 may be a soccer ball, a portionof a soccer ball or a target capable of receiving a kicking force.

A plurality of counter bores or recesses 140 on the top side of thestationary base 139 hold a plurality of brake pads or mini brake pads142 in place on top of the stationary base 139. A plurality of slideresistant pads 25 on the bottom side of stationary base 139 are engagedwith the supporting surface when a person stands on the upper platform68, thus preventing damage to supporting surfaces made of wood or tile.An upper slide 136 is mounted to the underside of the upper platform 68and is able to slide over the mini brake pads 142. A flanged aligningbushing (not shown) is set in upper platform 68 at the contact point 40,and extends downwardly to engage the stationary base assembly 138, thusrotatably coupling upper platform 68 to stationary base assembly 138.

A connecting bolt 52 extends downwardly through flanged aligning bushing51, as described in previous embodiments, and has a holding nut 59threaded onto its bottom end, thereby joining the upper platform 68 andthe stationary base assembly 138. The resulting pressure betweenstationary base 139 and upper slide 136 prevents the loose mini brakepads 142 from moving out of the counterbores 140 on the stationary base139. Instead of sitting freely in counterbores 140, the mini brake pads142 could be fixedly coupled to stationary base 139 inside thecounterbores 140. A trainee standing on the upper platform 68 on thecontact point 40 creates pressure between the upper slide 136 and minibrake pads 142. Thus, when the soccer ball 12 is kicked, the upperplatform rotates 68 about rotation axis 40′ and friction between therotating upper slide 136 and the mini brake pads 142 functions as abraking means for platform 68. As one of skill in the art willappreciate, to reduce or increase the rotational distance of platform68, additional counter bores and mini brake pads 142 may be respectivelyadded to or removed from the top of stationary base 139. Similarly, toreduce or increase the rotational distance of platform 68, the size ofmini brake pads 142 may be respectively increased or decreased. Asupport bracket 146 for the trainee to hold is mounted to the top sideof upper platform 68, between the soccer balls 12, as an aid tostabilize the trainee while kicking.

In the embodiment shown in FIGS. 13, 14, 14A, 14B, and 14C, as inprevious embodiments, a holding nut 59 may assist as a braking means,along with the friction created between upper slide 136 and mini brakepads 142. Specifically, holding nut 59 may be loosened on connectingbolt 52 to decrease pressure between the upper slide 136 and mini brakepads 142 and thereby increase the speed and rotational distance of upperplatform 68. Alternatively, holding nut 59 may be tightened onconnecting bolt 52 to increase the pressure between the upper slide 136and mini brake pads 142 and thereby decrease the speed and rotationaldistance of upper platform 68.

FIG. 15 shows another embodiment of training device 10 with a turntableassembly 69 disposed between the stationary base assembly 66 and anupper platform assembly 65. FIG. 16 shows a bottom view of a brakeassembly 104, a brake drum 82, the turntable assembly 69 and the upperplatform 68 (shown in dotted lines). For purposes of clarity, thestationary base 67 has not been shown in FIG. 16. The turntable assembly69 has a turntable base 72 coupled to the top side of stationary base 67via screws 76 and a turntable top 74 coupled to the bottom side ofrotatable upper platform 68 via screws 78. A plurality of ball bearings70 fill a circular groove 100 formed between the rotating turntable top74 and turntable base 72 on an outer perimeter of turntable assembly 69.A curving flange 102 of stationary turntable base 72 extends upwardlyand then radially inwardly to wrap over the outer edge of rotating upperturntable 74, thus securing ball bearings 70 in the groove 100 andpreventing them from displacing radially outward. A pair of verticalindents on rotating upper turntable 74 and stationary turntable base 72extend vertically downwards and upwards, respectively, adjacent groove100, thus preventing bearings 70 from displacing radially inward. Withthis arrangement, bearings 70 are only permitted to roll within groove100. The rotating turntable top 74 and the stationary turntable base 72hold the ball bearings 70 in place on the outer perimeter, such that theturntable top 74 rotates freely by riding on the ball bearings 70 in thegroove 100 over the stationary turntable base 72.

A flanged aligning bushing 51 is set in the upper platform 68 andextends downwardly to stationary base 67, thereby rotationally couplingthe upper platform 68 to stationary base 67. As described in previousembodiments, a connecting bolt 52 is inserted into the depression 54disposed in the top of the flanged aligning bushing 51. The depression54 has a nominally wider diameter than the head of the bolt 52, thuspreventing the bolt 52 from rotating in the depression 54. A holding nut59 is screwed onto connecting bolt 52 with a thrust washer 58 disposedin between holding nut 59 and stationary base 67, thereby verticallysecuring the stationary base assembly 66 to upper platform assembly 65.A dirt shield 107 is disposed on the bottom side and outer perimeter ofrotating upper platform 68. The dirt shield 107 extends downwardly so asto block the top outer edge of the brake drum 82, thereby preventingforeign material from entering any exposed area of the turntableassembly 69.

The brake assembly, or drum brake assembly 104 has a brake bracket 86, abrake lining 84, at least two eye bolts 88, tension springs 90, springposts 92 and wing nuts 94. The brake assembly 104 is coupled to thebottom side of and rotates with the upper platform 68. The brakeassembly 104 is disposed vertically between the stationary base 67 andthe upper platform 68. The brake assembly 104 acts as a braking means toadjust the rotational distance of the upper platform 68 when a ball 12is kicked. The brake drum 82 is coupled to and extends upwardly from thetop of stationary base assembly 67, thus preventing brake drum 82 fromrotating. A wear resistant ring 83, preferably made of slideableplastic, is coupled to the bottom side of upper platform 68. The ring 83extends around the bottom side of the upper platform 68 and is disposedover the top surface of brake drum 82, maintaining a nominal clearancetherebetween. However, to prevent excessive pressure and wear betweenthe ball bearings 70 and groove 100 in turntable assembly 69, the ring83 and brake drum 82 become engaged when the weight of the trainee'sfoot strays too far from the contact point 40.

The brake bracket 86 is coupled to the bottom side of upper platform 68and extends downwardly, positioned radially outside of brake drum 82.The brake lining 84 is coupled to an inner side of the brake bracket 86and has a vertical inner surface 106 that is engaged against an outercircumferential edge of the brake drum 82. The two eye bolts 88 are setthrough two cylindrical recesses on opposite ends of brake bracket 86 ina plane roughly parallel to upper platform 68. Each eye bolt 88 has aneye on an inner side of brake bracket 86 that holds a first end of eachtension spring 90. The spring posts 92 are mounted to the bottom side ofupper platform 68 and extend vertically downwardly to couple an oppositeend of spring 90. Each eye bolt 88 has a wing nut 94 threaded on to thestem of the bolt that extends outside of brake bracket 86 on an outerside of the brake bracket.

Thus, in cooperation with wing nuts 94 and eye bolts 88, tension springs90 bias brake bracket 86 in an inner direction towards brake drum 82,such that the vertical inner surface 106 of brake lining 84 is in forcedengagement with the outer circumferential edge of brake drum 82.Pressure between brake lining 84 and brake drum 82 can be increased ordecreased by tightening or loosening the wing nuts 94. A pair of holdingblocks 89 are coupled to the opposite ends of brake bracket 106 toprevent the brake assembly 104 from moving in a direction perpendicularto the stem of eye bolts 88. In an alternative arrangement, the brakeassembly 104 could be coupled to the top side of stationary base 67 andthe brake drum 82 could be coupled to the bottom side of upper platform68. With this arrangement, the brake drum 82 would rotate with upperplatform 68 against brake assembly 104 fixedly mounted on stationarybase 67.

FIG. 17 illustrates a first embodiment of a quick release ball holderassembly 158 and FIG. 18 shows a side sectional view of the assembly158. A quick release bracket 160 is mounted to the top side of an upperplatform 157 and has a rectangular slot 162 defining a recess extendingfrom a first opening to an opposite second opening of the quick releasebracket 160. A lower ledge of a removable ball holder 159 extends in adirection perpendicular to an upright vertical portion of ball holder159, such that removable ball holder 159 forms an “L” shape. The lowerledge is configured to slide into the first opening on a front side ofslot 162 and slide all the way through the recess and past the oppositesecond opening on a rear side of the quick release bracket 160.

A pull pin 161 is inserted through holes extending all the way throughthe top side of quick release bracket 160 and the lower ledge ofremovable ball holder 159. The holes of quick release bracket 160 andlower ledge of removable ball holder 159 are configured to be inconcentric alignment when the lower ledge of removable ball holder 159has been fully inserted into slot 162. The bottom of pull pin 161extends down into a vertical recess on the top side of upper platform157. The recess is configured to be in vertical alignment with theconcentrically aligned holes of quick release bracket 160 and lowerledge of removable ball holder 159. The recess has nominally widerlateral dimensions than the concentrically aligned holes of removableball holder 159 and quick release bracket 160. A spring ball 163 is setin and biased radially outwards from the bottom of the vertical pull pin161. Once pull pin 161 has been fully inserted, such that the bottomside of pull pin 161 is set in the recess on the top side of upperplatform 157, the spring ball 163 protrudes against a lateral side ofthe recess, thus preventing the pull pin 161 from slipping verticallyupwards and out of the recess without a person's assistance.

To remove the removable ball holder 159, a person must first pull thepull pin 161 from the holes in bracket 160 and removable ball holder159. Once a person has removed the pin 161, the lower ledge of removableball holder 159 may be slid out of the rectangular slot 162 in adirection parallel to upper platform 157. Thus, once a trainee hasfinished kicking with one foot, the trainee can remove the pull pin 161and removable ball holder 159 from a first side of the upper platform157 and insert the holder 159 and pin 161 into a bracket 160 on theopposite side of platform 157, permitting the trainee to quickly switchfrom practicing with one foot to the other. Other configurations of aquick release bracket 160 and removable ball holder 159 may be made ofmetal, plastic or urethane. Thus, instead of a training device 10 withtwo soccer ball holder assemblies 19 fixedly mounted to the upperplatform 11 on first and second opposite sides as shown in theembodiment of FIG. 3, the training device 10 may employ two quickrelease brackets 160 in conjunction with one removable ball holder 159,as shown in FIGS. 20 and 21.

FIG. 19 shows another embodiment of a moveable ball holder 164 coupledto an upper platform 165. The moveable ball holder 164 holds a soccerball (not shown) and is placed into a two-sided or three-sided slot 170in the upper platform 165. A connecting bolt 166 is inserted through acylindrical hole extending all the way through the lower ledge of themoveable ball holder 164 and a hole extending all the way through upperplatform 165. A nut 167 is welded to a thrust washer 168 which isconnected to the bottom side of upper platform 165 in a cavity 169. Theconnecting bolt 166 is inserted downwardly through the hole in themoveable ball holder 164 and the hole in upper platform 165 and threadedinto nut 167 to secure the moveable ball holder 164 to the upperplatform 165. To move the moveable ball holder 164 from a first side ofthe upper platform 165 to an opposite second side, the connecting bolt166 and the moveable ball holder 164 are removed from the first side andthe above-described process for mounting the moveable ball holder 164 isrepeated on the second side. This removable ball holder structure andmounting method can be used in conjunction with any suitable platformdescribed in this application. The quick release bracket 160 and thequick release ball holder assembly 159, as well as the moveable ballholder 164 can be used to mount soccer balls, footballs, or targets toany of the single platform 11, upper platform 68, mini platform 39, andupper platform 165, in any of the suitable embodiments of trainingdevice 10 described herein.

FIG. 22 shows another embodiment of a support structure which a personor trainee can use to stabilize them self on a single platform 11 asdescribed in FIGS. 1 and 2. A support cord assembly 171 has thestructure as described above and shown in FIG. 12.

A support bar 173 may fit vertically inside a hollow cylindricalinterior of vertical support tube 172 and is held in place by rubbergrommets positioned at the top of the support tube 172. When practicingkicking with the right foot 35, the trainee holds onto the support bar173 mounted in the left-side support tube 172 with the left hand. Thesupport bar 173 can then be moved to the right-side support tube 172, atwhich point the trainee may proceed to kick with the left foot 36 asdescribed above. The support bar 173, support tube 172, and support cordassembly 171 are adaptable to be used in all configurations of thetraining device 10 discussed herein.

FIG. 23 shows a side view of a band brake assembly 150 which may be usedas another braking means to reduce or increase the rotational distanceof the upper platform 68. Band brake assembly 150 is made of band brake151, holding block 152, drum brake 155, stationary block 154, adjustingbolt 153, and wing nut 94. FIG. 24 shows a bottom view of the band brakeassembly 150 with the stationary base 67 removed for clarity. Also notshown in FIG. 24 are the connecting bolt 52 and the flanged aligningbearing 51. The band brake assembly 150 has a band brake 151 wrappingaround the outer circumferential edge of a circular brake drum 155,which is coupled to the top side of stationary base 67. The two oppositeends of the band brake 151 are connected to a holding block 152. Thestationary block 154 is coupled to the bottom side of upper platform 168and extends in a downward direction. As shown in FIG. 23, the adjustingbolt 153 extends horizontally through the stationary block 154 and theholding block 152. A wing nut 94 is assembled to bolt 153 on the outsideedge of stationary block 154. When the wing nut 94 is tightened, bandbrake 151 is tightened around the brake drum 155. This tighteningcreates pressure and additional friction between band brake 151 andbrake drum 155, thus reducing the rotational distance and speed whichthe upper platform 68 rotates. Alternatively, the stationary block 154could be coupled to the top side of stationary base 67 and the brakedrum 155 could be attached to the underside of upper platform 68. Theband brake assembly 150 can be modified to use on any embodiment of thedevice described herein in which an upper platform rotates over astationary base.

As one of skill in the art will appreciate, the rotational distance ofany of the rotating platforms described herein is relatively determinedby the magnitude of the braking means, the kicking force applied to theball or kicking target, and the weight of the person or trainee standingon the rotating platform. A relatively lesser braking magnitude, arelatively lighter person, and a relatively stronger kicking forceapplied to the kicking target will all promote a relatively greaterrotation distance. Alternatively, a relatively greater brakingmagnitude, a relatively heavier person, and a relatively lighter kickingforce applied to the kicking target will all promote a relativelyshorter rotation distance.

Before the trainee practices his or her first kick on the kickingtarget, it is advisable that braking means be adjusted to relativelyincrease the magnitude of braking. Once the trainee has practiced thefirst kick against the ball or kicking target, the trainee may thenadjust the braking means to increase or decrease the braking magnitude,to respectively decrease or increase the rotational distance of theplatform, according to his or her preference. This kick-and-adjustmethod may be repeated as many times as necessary until the traineeachieves what is an ideal individualized adjustable braking magnitudefor that individual trainee. The ideal braking magnitude may differ fromindividual to individual. Whatever each individual prefers, all thebraking means described herein may be adjusted to a preferred brakingmagnitude so as to allow the platform to spin in a preferred rotationalrange about the rotation axis.

It is advisable that when the person or trainee steps onto the rotatingplatform for the first time, the non-plant (kicking) foot is kept on theground while the plant foot is firmly placed on the contact point. Ifthe device employs one or more of the stabilizing means discussedherein, it is advisable that the person holds on to the stabilizingmeans while stepping on with the plant foot. Because the person ortrainee may not be aware of the training device's pre-set brakingmagnitude, as set by the previous person using the device, holding thestabilizing device and keeping the non-plant foot on the ground preventsthe person from accidentally slipping off a device which has a very lowbraking magnitude. Once the person is able to safely step on the deviceand practice the first kick, the person can then utilize thekick-and-adjust method described in the previous paragraph to adjust thebraking magnitude to his or her liking.

It is further advisable to adjust the braking means to achieve a highenough braking magnitude that just prior to the moment when the personapplies the kicking force to the ball or kicking target on the platform,the braking means prevents or strongly limits the rotation of theplatform. Thus, while the person is drawing back their leg just prior tomoving the leg forward to apply the kicking force, the braking meansinhibits the platform from rotating. If the braking means did notprevent the platform from rotating prior to the kick, the motion ofdrawing the leg back may cause the platform to rotate enough that theperson would be put off balance and be unable to complete the kick.Therefore, the braking means must hold the platform stationary enoughthat the only force sufficient to rotate the platform is the kickingforce applied by the person or trainee's foot to the kicking target.Adjusting the braking means to such a braking magnitude will also assistin holding the platform steady as a person steps onto it for the firsttime, as discussed in the preceding paragraph.

The position of the kicker's leg during the swing forward and theposition of the kicker's foot on the ball after the kick can be comparedwith desirable kicking motions shown on the instructional DVD. Theinstructor may then instruct the trainee on how to adjust the kickingmotion. The heavier embodiments of the training device, which may beused by older players who are soccer or football kickers, is portablewith a handle for carrying and can be used indoors or outdoors on alevel firm surface.

Soccer players who are proficient at kicking with one leg and have alimited ability to kick with the other leg can use the training deviceto improve the kicking techniques of the limited leg. The quick,repetitive kicking action permitted by the training device, allows atrainer to practice many more kicks in a period of time, because thetrainee does not have to spend any time repetitively chasing andretrieving a kicked soccer ball. This leads to a much more efficientpractice and can result in shorter practice periods. Along with theability of the kicker to view the placement of the kicking foot on theball after each kick, the device is an ideal training tool to improvethe strength, muscle memory and kicking skills of both feet in theshortest time possible.

What is claimed is:
 1. A training device for a person to practicekicking, the training device comprising: a platform having a planar topsurface configured to support a person on a top side of the platform,wherein the platform is configured to be supported on a supportingsurface disposed below the platform; a stationary base disposed belowthe platform and above the supporting surface and configured to remainstationary against the supporting surface; a fastener rotatably couplingthe platform and the stationary base; a kicking target coupled to theplatform and disposed on the top side of the platform; a rotation axisextending perpendicular to the planar top surface of the platform,wherein the rotation axis is spaced a distance from the kicking target;a means for rotating the platform about the rotation axis when theperson applies a kicking force to the kicking target whereby theplatform and person supported by the platform are rotated by therotating means about the rotation axis; and a means for braking therotation of the platform about the rotation axis.
 2. The training deviceof claim 1, wherein the rotating means includes at least one of thefastener and the stationary base, an upper slide rotatable above astationary lower slide, an upper slide rotatable on a plurality of brakepads, or a turntable assembly.
 3. The training device of claim 2,wherein the rotating means includes the fastener and the stationarybase, the stationary base coupled to a bottom side of the platform, thefastener aligned with the rotation axis, such that when the personapplies the kicking force to the kicking target, the platform rotatesabout the rotation axis relative to the stationary base and thesupporting surface.
 4. The training device of claim 2, wherein therotating means includes the upper slide rotatable above the stationarylower slide, the upper slide coupled to a bottom side of the platform,the lower slide coupled to a top side of the stationary base such thatwhen the person applies the kicking force to the kicking target, theupper slide rotates with the platform about the rotation axis relativeto the lower slide and the stationary base.
 5. The training device ofclaim 2, wherein the rotating means includes the upper slide rotatableon the plurality of brake pads, the upper slide being coupled to abottom side of the platform, the plurality of brake pads disposed on atop side of the stationary base such that when the person applies thekicking force to the kicking target, the platform and the upper slideslideably rotate on the plurality of brake pads about the rotation axis.6. The training device of claim 2, wherein the rotating means includesthe turntable assembly having a turntable base coupled to a top side ofthe stationary base, an upper turntable coupled to a bottom side of theplatform, a circular groove defined between the turntable base and theupper turntable, and a plurality of ball bearings disposed within thegroove such that when the person applies the kicking force to thekicking target, the ball bearings roll within the groove about therotation axis and the platform and the upper turntable rotate about therotation axis relative to the turntable base and the stationary base. 7.The training device of claim 1, wherein the braking means includes atleast one of the fastener and the stationary base, a base and brakeassembly, a drum brake assembly, or a band brake assembly.
 8. Thetraining device of claim 7, wherein the braking means includes thefastener and the stationary base, the stationary base coupled to abottom side of the platform and the fastener aligned with the rotationaxis, whereby tightening of the fastener increases a magnitude ofbraking.
 9. The training device of claim 7, wherein the braking meansincludes the base and brake assembly having a brake support coupled tothe stationary base, a moving brake pad coupled to the platform anddisposed on a bottom side of the platform, a stationary brake padcoupled to the brake support and disposed on a top side of the brakesupport, and wherein the fastener is aligned with the rotation axis androtatably couples the moving brake pad with the stationary brake pad andthe brake support, whereby tightening of the fastener increases amagnitude of braking.
 10. The training device of claim 7, wherein thebraking means includes the drum brake assembly having a brake bracketcoupled to the platform and disposed on the bottom side of the platform,a brake lining coupled to the brake bracket, and a brake drum coupled tothe stationary base and disposed on a top side of the stationary basesuch that the brake lining adjustably engages the brake drum.
 11. Thetraining device of claim 7, wherein the braking means includes a bandbrake assembly having a brake drum coupled to a top side of stationarybase, and a band brake wrapped around a circumference of the brake drumwherein tightening the band brake around the brake drum increases amagnitude of braking.
 12. The training device of claim 1, furthercomprising at least one additional kicking target coupled to theplatform and disposed on the top side of the platform.
 13. The trainingdevice of claim 1, wherein the platform includes a center portion andtwo side portions flanking the center portion, and wherein the kickingtarget is disposed on one of the side portions.
 14. The training deviceof claim 1, wherein the platform includes a center portion and two sideportions flanking the center portion, and wherein the kicking target isdisposed in the center portion.
 15. The training device of claim 1,wherein the rotation axis is a first rotation axis, and wherein thetraining device further comprises a second rotation axis, wherein thekicking target is positioned between the first and second rotation axes.16. The training device of claim 1, further comprising a means forstabilizing the person when the person applies a kicking force to thekicking target, wherein the stabilizing means includes at least one of asupport bracket, a support tube, or a support cord.
 17. The trainingdevice of claim 1, further comprising a removable target holder coupledto the kicking target, and a means for removably securing the kickingtarget holder to the platform.
 18. The training device of claim 17,wherein the means for removably securing the kicking target holderincludes at least one of a pull pin or a connecting bolt.
 19. Thetraining device of claim 1, further comprising a low-friction padcoupled to the platform and disposed on a bottom side of the platform.20. A method of practicing kicking, the method comprising: supporting aplatform on a supporting surface; supporting a person on a top surfaceof the platform; planting a foot of the person on a contact point of theplatform; applying a kicking force with a non-planted foot of the personto a kicking target coupled to the platform and disposed on the top sideof the platform; rotating with the kicking force the platform and personabout a rotation axis passing through the contact point; and braking therotation of the platform about the rotation axis.
 21. The method ofclaim 20, further comprising: maintaining the non-planted foot incontact with the kicking target throughout the rotation of the platform.22. The method of claim 21, further comprising: braking the rotation ofthe platform about the rotational axis prior to applying the kickingforce to the kicking target.